Training

By: Lisa Bryant, Priscilla Maciel, Fabiola Gutierrez, Beatriz Huerta,

Michelle Atkins
 Tier 1
Description of Tier 1

● All students are screened on a periodic basis to establish an

academic and behavioral baseline to identify struggling
learners who need additional support.
● This step can vary, but it generally should not exceed 8 weeks.
● Students showing significant progress are generally returned to
the regular classroom program
● Students not showing adequate progress are moved to Tier 2.
 Tier 2

Description of Tier 2:
●Tier 2 practices and systems provide targeted support for students who are not successful with
Tier 1 supports alone. The focus is on supporting students who are at risk for developing more
serious problem behavior before they start. Essentially, the support at this level is more focused
than Tier 1 and less intensive than Tier 3.
●Tier 2 supports often involve group interventions with ten or more students participating.
●Tier 2 interventions include practices such as social skills groups, self-management, and
academic supports
●Tier 2 demonstrate positive effects for up to 67% of referred students
Foundational systems involved in Tier 2 support are:

●Intervention Team with Coordinator

●Behavioral Expertise
●Fidelity and Outcome Data Collection The PBIS Triangle—The yellow area represents Tier
2 that supports some students. Tier 1 supports are
●Screening Process to Identify Students still used with students engaged in Tier 2 supports.

●Access to Training and Technical Assistance

 Tier 3
Description of Tier 3:
At Tier 3, these students receive more intensive, individualized support to improve their behavioral and
academic outcomes. Tier 3 strategies work for students with developmental disabilities, autism,
emotional and behavioral disorders, and students with no diagnostic label at all.

The foundational systems involved in Tier 3 supports are:

● Multi-disciplinary Team
○ Includes an administrator, a coach/behavior representative, others with basic
knowledge of problem solving
● Behavior Support Expertise
○ A school’s Tier 3 team must include someone who has experience providing formal
behavior support. They need to have applied behavior expertise and experience
developing multi-agency support.
● Formal Fidelity and Outcome Data Collection
○ Supporting data-based decision making and problem solving
○ Identifying needed adjustments to Tier 3 practices
○ Maximizing resources
○ Ensuring all students are supported fully and equitably The PBIS Triangle—The red area represents Tier 3 that
○ Evaluating the system’s overall effectiveness supports a few students. Tiers 1 and 2 supports are still
○ Determining student eligibility for additional resources used with students engaged in Tier 3 supports.
○ Evaluating individual education programs·
 Key Behavior Principles
The 4 principles of Human Behavior

Negative Reinforcement

● A teacher/ Educator uses negative reinforcement when he or she

removes something that is unpleasant.
● Negative reinforcement is often thought of as relief from
something aversive (e.g., boring class work)

Positive Reinforcement

● Positive reinforcement is when teachers/Educators can increase the

probability that a behavior will occur in the future.
● A teacher/Educator uses positive reinforcement when he or she
provides something that is pleasant. Positive reinforcement is often
thought of as a reward.
 Key Behavior Principles
Extinction
● This refers to the fading away and eventual elimination of
undesirable behaviors
● If a problem behavior no longer occurs, it’s said to be extinct,
and the therapeutic process of accomplishing this is referred to
as extinction.

Punishment
● An Implementation of a consequence in order to
decrease a behavior
● An Example is scolding a student to get the student to
stop texting in class. In this case, a stimulus (the
reprimand) is added in order to decrease the behavior
(texting in class)
The functions of negative behaviors at school
Negative Effects on Teaching
● Disruptive students interfere with the teacher's ability to teach effectively.
● The behaviors require large amounts of the teacher's time and attention.
● Disruptive behavior by one student also encourages other students to do the same, which compromises the teacher's authority and ability to control the
group.

Issues for Students

● Constant interruptions can interfere with focus
● Students are forced to wait while the behavior is addressed, or they are sidetracked by the disruptive student's attempts to be noticed.
● Peers tend to have a significant influence over each other, and if one student is disruptive, it may encourage similar behavior in other classmates
who might not have had trouble otherwise.

Negative Impact on the School

● Often schools must focus time and resources that could be used elsewhere on trying to stop disruptive behaviour in students.
● This takes away from the educational mandate of most schools, which is usually to provide a safe, effective learning environment for all students
● Teachers are often not equipped to deal with some types of extreme disruptive behaviors, and as a result, the student is either sent out of class or
the school must enlist the aid of outside professionals to try to intervene.
● This takes resources and funding, which could be better used to improve the educational environment for all students instead of just one.
What is a Functional
Behavioral Assessment (FBA)?
An FBA is an approach that incorporates a variety of
techniques and strategies to diagnose the causes and to
identify likely interventions intended to address problem
behaviors. The FBA looks beyond the demonstrated
behavior and focuses, instead, upon identifying
biological, social, affective, and environmental factors
that initiate, sustain, or end the target behavior. This
approach is important because it leads the observer
beyond the “symptom” (the behavior) to the underlying
motivation for it.
 FBA Process
Step 1: Identify and Define the Problem Behavior
● Does the student’s behavior significantly differ from that of his/her classmates?
● Does the behavior lessen the possibility of successful learning for the student and/or others?
● Have past efforts to address the behavior using standard interventions been unsuccessful?
● Does the behavior represent a skill or performance deficit, rather than a cultural difference?
● Is the behavior serious, persistent, chronic, or a threat to the safety of the student or others?
● If the behavior persists, is some disciplinary action likely to result?
 FBA Process
Step 2: Collect Information to Determine Function
A thorough assessment plan would include collecting information
during most or all of the following circumstances:
● Times when the behavior does/does not occur(just prior to lunch, during a particular subject)
● Specific location of the behavior(classroom, playground)
● Conditions when the behavior does/does not occur(in small groups, during unstructured time)
● Individuals present when the behavior is most/least likely to occur (certain students, substitute)
● Events or conditions that typically occur before the behavior(assigned to a certain reading group)
● Events or conditions that typically occur after the behavior (student is sent out of the room)
● Common setting events(during bad weather, during testing)
● Other behaviors that are associated with the problem behavior (series of negative peer interactions)
 FBA Process
Step 3: Categorize Behavior; Form a Hypothesis
There are three basic ways to categorize why a behavior is occurring:

Function—why the student is demonstrating the behavior, usually to get/seek something desired or to escape/avoid
something painful or undesired. Examples: to get attention or stimulation, to elicit a desired response, to get a desired
activity, to escape demands/requests, to escape an activity or person, to escape an environment, to control something .

Skill deficit—a behavioral or academic skill that the student does not know how to perform. Example: In a
disagreement, the student hits the other student because he does not know other strategies for conflict resolution. In
cases of skill deficit, the BIP needs to describe how the skill will be taught and how the student will be supported
while learning it.f

Performance deficit—a behavioral or academic skill the student does know, but does not consistently perform.
Example: A student is chronically late for the classes she doesn’t “like.” In cases of performance deficit, the BIP may
include strategies to increase motiva
 FBA Process
Step 4: Develop a
Behavioral Support Plan
AS a team, develop a BIP to address the behavior
with the information that was gathered from the
FBA.
The plan should directly address the function that
was identified by the FBA process and include
strategies that:
A.
Address antecedents for problem behavior Replacement behaviors should be
B.Teach new replacement behaviors functional for the student, the
C.Allow student to access the consequences that are replacement behavior must work as
maintaining the problem behavior in a more efficiently and effectively as the problem
appropriate way. behavior to get the desired results
 FBA Process
Step 5: Implementation and Monitoring
1.Teachers develop a system to monitor the effectiveness of the intervention that outlines when, where,
by whom, and how data are collected.
2.Teachers collect data that focus on:
a. the frequency of the interfering behavior: how often the behavior occurs
b. the frequency of use of replacement behavior
c. how long the interfering behavior lasts when it occurs.
3.Teachers collect data both in the setting where the behavior occurs and in other settings.
4.Teachers compare intervention data to baseline data to determine the effectiveness of the intervention.
5.Teachers summarize the data to make decisions about program planning.
 Developing a BIP based on the FBA

● The student needs further support? Now we need a

plan! That plan is called a Behavior Intervention Plan
or “BIP” for short.
● Keep in mind that a BIP cannot be developed
without an FBA first!
● However an FBA can be done without ever leading to a
BIP.
● “Show me the data” Remember that a BIP is
developed based off of the function of the behavior as
determined by the data collected in the FBA.
● Let's take a deeper look into the BIP process!
 BIP Process

● BIP= Behavior Intervention Plan

● Goal of a BIP is to increase desired behavior and decrease and prevent
problem behavior.
● The BIP is developed from the FBA
● Following the FBA a BIP is filled out.
○ A BIP is a formal, written plan designed to help the student reduce the problem behavior
and steadily increase the desired behavior.
 BIP Process

● The BIP Outlines;

○ Target Behaviors
○ Functionally Equivalent Replacement Behavior (FERB Goal)
■ Must be SPECIFIC and MEASURABLE
■ The role of the FERB is to replace the problem behavior
that is positive, alternative and allows the student to
obtain the same function of the problem behavior.
 BIP Process

● The BIP Outlines;

○ Interventions
■ Description
■ Method
■ Start Date
■ Frequency of Intervention
■ Method of Evaluation
■ Persons Responsible for Each Part of BIP
 BIP Process

Contingencies/ Reinforcements
● Incentive given to student after they properly do the target behavior. Designed to
make student want to perform desired behavior.
Examples:
● Tangibles (ie: Stickers, Tokens, Prizes)
● Activity-Based (ie; Extra Recess)
● Social (ie; Lunch with teacher, positive phone call home)
 BIP Process

● Fidelity
○ Track student behavior and follow through with rewards and
consequences.
○ Review and reinforce expected behaviors throughout school
year.
 BIP Process

● Consistency is very important when trying to teach a desired

behavior.
○ Clearly define expectations, rewards and consequences to
staff, parents, and students
○ Model and practice desired behavior
 Highlights/Summary

● There are 3 tiers in the PBIS model. (T1-

Green, T2-Yellow, T3- Red)
● There are 4 Key behavior principles (Positive
& Negative reinforcement, Extinction,
Punishment.)
● Negative behaviors impact teaching, causes
issues for students, which has negative
impact on the whole school (Domino Effect).
● All five steps of the FBA aid in identifying
what the function of the behavior is.
● If needed, a BIP is to follow, outlining
interventions and a plan for support. Must
be implemented consistently with fidelity.
“Giving every child a chance to reach their full potential is the best work anyone can do.”
— Hillary Clinton
 References
Gorski, D. (n.d.). What is RTI? Retrieved February 23, 2021, from http://www.rtinetwork.org/learn/what/whatisrti

Neitzel, J. & Bogin, J. (2008). Steps for implementation: Functional behavior assessment. Chapel Hill, NC: The National
Professional Development Center on Autism Spectrum Disorders, Frank Porter GrahamChild Development Institute,
The University of North Carolina.

Positive Behavior Intervention and Supports. (2021). What is Tier 2 Support? Retrieved from
https://www.pbis.org/pbis/tier-2

Positive Behavior Intervention and Supports. (2021). What is Tier 3 Support? Retrieved from
https://www.pbis.org/pbis/tier-3